<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492020000100204</article-id>
<article-id pub-id-type="doi">10.17058/rea.v28i1.13022</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da formação continuada para professores universitários ingressantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education contributions to university professors ingress]]></article-title>
<article-title xml:lang="es"><![CDATA[Contribuciones de la formación continuada de profesores universitarios ingresos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Priscila Ximenes Souza do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>204</fpage>
<lpage>219</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492020000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492020000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492020000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo analisa a formação continuada percebida por professores universitários em seu processo de inserção profissional na perspectiva das contribuições dessa formação para o aprendizado e a superação das dificuldades da docência. As referências envolvem: Vaillant; Marcelo (2012), Romanowski (2007), Marcelo García (1999, 2010), Day (2001) e Zanchet et al. (2014). A metodologia consistiu em abordagem qualitativa com coleta de dados por meio de questionário respondido por 15 (quinze) professores iniciantes. Foi possível inferir que a formação continuada contribui numa perspectiva de instrumentalização docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyze the continuing education perceived by university professors in the process of professional insertion in the perspective of the contributions of this training to the learning and overcoming the difficulties of teaching. References include: Vaillant; Marcelo (2012), Romanowski (2007), Marcelo García (1999, 2010), Day (2001) and Zanchet et al. (2014). The methodology was based on qualitative approach with data collection through a questionnaire answered by 15 (fifteen) beginning teachers. It was possible to infer that continuing education contributes in a perspective of teaching instrumentation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo analiza la formación continuada percibida por profesores universitarios en lo proceso de inserción profesional en la perspectiva de las contribuciones de esa formación para el aprendizaje y superación de las dificultades de la docencia. Las referencias implican: Vaillant; Marcelo (2012), Romanowski (2007), Marcelo García (1999, 2010), Day (2001) y Zanchet et al. (2014). La metodología se basó en abordaje cualitativo con recolección de datos por medio de cuestionario respondido por 15 (quince) profesores principiantes. Fue posible inferir que la formación continuada contribuye en una perspectiva de instrumentalización docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Inserção profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Docência no ensino superior.]]></kwd>
<kwd lng="en"><![CDATA[Continuing education of teachers]]></kwd>
<kwd lng="en"><![CDATA[Professional teacher insertion]]></kwd>
<kwd lng="en"><![CDATA[Teaching in higher education.]]></kwd>
<kwd lng="es"><![CDATA[Formación continuada de profesores]]></kwd>
<kwd lng="es"><![CDATA[Inserción profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Docencia en la enseñanza superior.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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